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 Objectives › To develop basic level of understanding of Autism Spectrum Disorders. › To further review the needs of a specific children whom has an Autism Spectrum Disorder. › To start developing an action plan to better meet their needs.

 What is Autism? › Developmental disorder of neurobiological origin › Present from birth or very early in development › Currently diagnosed based on behavioral and developmental features National Research Council, 2001

The Spectrum Nature Autism  Varies in severity and association with other disorder.  No single behavior that is always typical or present in every individual.  The behavior usually occurs across many different situations and is consistently inappropriate at their age.

 1 in 6 children are diagnosed with a developmental disorder  1 in 150 are diagnosed with an Autism Spectrum Disorder (2003 data) Center Disease Control, 2007

 Ratio: Boys to Girls › Autism: 3 to 4 males to 1 female › Asperger’s: 7 to 10 males to 1 female

“Autism Spectrum Disorder” DSM IV 1994 Autism Asperger’s Disorder Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)

 Qualitative Impairment in Social Interaction › (at least two)  Qualitative Impairment of Communication › (at least one)  Restricted repertoire of behaviors and interests › (at least one)  A total of six symptoms need to be demonstrated DSM IV 1994

 Defining The Syndrome › Autism  Usually most severe disorder, displays most of the symptoms and with more intensity › Asperger’s Syndrome  Usually are identified to have higher IQ, difficulties with the following: self-help skills, inappropriate verbalization, and adapting to change in their environment.

› Pervasive Developmental Disorder  Usually identified when significant impairments in social and communicative functioning occurs.  Usually uneven developmental growth across the domains.

Behavior

Adapted from the original by Professor Rendle-Short, Brisbane Children’s Hospital, University of Queensland, Australia.

 Difficulty explaining own behaviors  They cannot give an adequate explanation for engaging in the inappropriate behaviors.  Difficulty understanding emotions  They may only recognize two or three emotions, usually a continuum from extremely happy to very sad.  They have a difficult time with understanding their own emotional state.  They have difficulties understanding the emotions of others.

 Difficulty predicting the behavior/emotions of others  Ex. If the teacher is not feeling well the other students may understand that they need to be extra patient today. These children do not understand or assume this role.

 Problems understanding the perspectives of others  Do not have the ability to assume historical roles, lack the understanding of human experiences.  Problems inferring the intentions of others  Ex. What’s up, students look up at the sky, peers laugh.

 Lack of understanding how behaviors impact others  Unable to identify and understand the relationships between themselves and others.  For example, may observe that his friend may want to play with other people but does not understand that they are still considered a friend too.

 Problems with joint attention and other social interactions  Has difficulties with turn-taking, perspective-taking, politeness, conversations change in mid-sentence.  Problems differentiating fact from fiction.  Ex. Is unable to understand what shows on TV are real or fiction.

 Problem Solving › These students will find one or two ways to solve problems and use them for everything. › Often are unable to retrieve problem-solving skills when needed. › Problem solving is more difficult when used in abstract concepts.  Stress and Excitement › Become easily stressed  Someone invading their defined personal space.  Do not display signs of stress in common behaviors.

 Distractibility and Inattention › Often diagnosed with ADHD › Appears to be deaf › Appears to be daydreaming › May not react to directives  Tunnel Vision › This may be due to inability to decipher relevant from irrelevant stimuli. › Impact logical thinking and flexibility. › May engage in obsessions  Primary – Student’s interest, usually rigid.  Secondary – Student’s interest, remains lucid, focused, and engaged to learn more.

 Rumbling Stage (The step before Rage/Crisis) › May engage in the following behaviors:  Bites nails  Taunts others  Tenses muscles  Refuses to work  Stares  Fidgets  Grimace  Change their voice tone

 Rage (Crisis) › Student acts impulsively, emotionally, and possibly explosively. › Rage attacks not purposeful – often need to run its course

A BC

 1 st – Identify the specific behavior that you want to see a positive change in.  The behavior needs to be observable (hear, see) and measurable (how much, how long, how often).  The behaviors identified should have a definite on/off definition.

› Non – Specific  Use  Change  Arrange  Perform  Gets upset  Disruptive  Rude  Annoying  Specific › Points to › Walks › Writes › Completes assignment › Sitting › Throwing materials › Yells at others › Hits

Activity What specific behavior do you want to measure?

 Collect some behavioral data on a student.  Use the ABC Data Analysis data sheet

See you next time.